"Barracoon: The Story of the Last 'Black Cargo,'" a nonfiction book by Zora Neale Hurston, was completed in 1931 but only published in 2018. Hurston's data were analyzed with race critical discourse analysis, using practice of race theory (PRT) to answer the following: How did Kossula conceptualize race over his lifetime? Inquiry…

The anti-slavery ministry of Rev. John G. Fee and the unlikely establishment of Berea College in Kentucky in the 1850s, the first college in the southern United States to be coeducationally and racially integrated, are examined to further understand the conditions surrounding these extraordinary historical events. The Berea case illustrates how…

This article examines how African American scholars during the early twentieth century employed the genre of curriculum writing to challenge existing discourses of race. Drawing from the findings of a qualitative document analysis of textbooks created by Carter G. Woodson and Charles H. Wesley, this article illustrates how these authors used texts…

This article provides a conceptualization for including African and African American history in early childhood classrooms. An example of a kindergarten teacher's efforts to counter negative depictions and frequently omitted information in her classroom is shared. While many early childhood educators avoid discussions of history because the…

Undergraduates at a historically Black university completed the 1997 N'COBRA Reparations Survey. N'COBRA stands for the National Coalition of Blacks for Reparations in America. Five domains of reparations are covered: education, economic development, personal reparations (i.e., payments to individuals), political prisoners, and African-U.S.…

An historical analysis of the life of Phillis Wheatley, a black woman slave who wrote poetry during the Revolutionary period, interpreted from the perspective of her relationship to other black people of her time and the meaning of her life for black people today. (EH)

Phillis Wheatley has been criticized for "thinking White" and lacking Black identity. In fact, Wheatley was a strong force among contemporary abolitionist writers and, through the use of Biblical imagery, incorporated anti-slavery statements in her writings. Wheatley's work must be understood within the historical context of…

Argues that as part of the objective of bringing economic recovery and social order to Louisiana following the Civil War, Banks made the education system an extension of his labor program. Examines the Free Labor System, the attitudes of Louisiana educational administrators, and the inhibiting nature of Black education. (Author/GC)

Illustrates how, in Barbados, the educational system has historically been manipulated to maintain the power of the British colonial elite and educational innovations reflecting domestic developments in the mother country have been transferred to dependent areas irrespective of the reforms' applicability to the colony's own needs. (Author/GC)

Analyzes the precollege backgrounds and post college careers of some of the 100 Blacks who attended Oberlin College before the Civil War. Discusses the financial support of these students from the college, abolitionists, the Black Church, and their families. (AOS)

Discusses Afrocentricity in education and its potential benefit to both Black and White youth. Schools do not sufficiently cover slavery and its aftermath; many Whites are unaware of African American culture and contributions. An Afrocentric formation would also foster academic success among Black youth. (DM)

Notes that the story of the black runaway who escapes the slave status under great risk to live as a free man or woman comprises one of the most meaningful chapters in United States history. The slave narrative genre offers resource material which all children should find compelling and inspiring. (Author/AM)

Examines ideological representations of how slavery began and a slave's trip to America (the Middle Passage) as depicted in classroom texts in California public schools. Explores the controversy over the adoption of these supposedly multicultural textbooks through interviews with eight African-American parents and four multicultural education…

Examines human rights violations in education in Guyana, and identifies the socioeconomic factors that produced the current condition. Findings indicate that, although education is highly valued in the culture, the state has abandoned the educational needs of the nation to ensure the survival of the elite political regime. (JB)